ie ee ee een CHAPTER ) Historical Foundation of Educatiy, ST eee VA intended Learning Outcomes: PS at the end of this Chapter, you should be able to: + state the relationship of society and schools + prove that schools transmit cultural values by stating facts from education history in the world and in the Philippines explain the meaning of socialization as a function schools tai Ba Read the quote from the famous John Dewey then answet the following questions: “When a school introduces and trains each child of society into membership within such a little community, saturatind him with the spirit of service, and providing him with the instruments 4 | effective self-direction, we shall have the i deepest and best guaranty of @ large’ society which is worthy, lovely, an harmonious.” — John Dewey| | | Chapter 2 — Historical Foundation of Education Ae) Analysis - Let's Analyze Answer the following questions: 1. What is the function of schools according to John Dewey’s statement? 2. Who creates schools? 3. What is the relationship between schools and society? io PURE ee kia ates Education or school is an institution created by society. Education is a function of society and as such arises from the nature and character of society itself. Society seeks to preserve itself and to do this it maintains its functions and institutions, one of which is education, to assure its survival, stability and convenience. As John Dewey claimed, it is the school that “introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction...” When schools succeed to do this, in the words of Dewey “we shall have the deepest and best guaranty of a larger society which is worthy, harmonious, and lovely. : This is called the socialization process. Socialization is the “process of learning the roles, statuses and values necessary for participation in social institutions. .." (Brinkerhoff, D., 1989) Socialization is a lifelong process. It occurs primarily during early childhood but as we progress from infancy to old age we shed old roles and adopt new ones. Role learning that prepares us for future roles is termed anticipatory socialization. (Brinkerhoff, D., 1989) Because of anticipatory socialization most of us are more or less prepared for our future roles like spouse, parent, professional teacher. The family is the most important agent of socialization. Psychology tells us that the self-concept formed during childhood has lasting consequences. Besides, “the parents’ religion, social class and ethnicity influence the child’s social roles and self -concept which in turn influence the expectations that.others have for the child, and they determine the groups with which the child will interact outside the family’. (Brinkerhoff, D., 1989)The school is also an important agent of social institution charged by society to impart specific kno necessary for functioning in a society. They task of transmitting society’s cultural values. The next Part of Chapter is devoted to how schools (formal or informal) dig their i as agents of socialization in different periods of histo ff ization, Itig wledge and : are also chargeq wie Education in Primitive Society Brinkerhoof (1989) explains further: In primitive societies, preliterate persons faced the Problem ¢ survival in an environment that pitted them against natural fore and wild animals. To survive, human beings needed food, shelte warmth and clothing. To transform a hostile environment int one that is life-sustaining, humankind developed life skills tha eventually became cultural patterns, These life skills included 1) tool or instrument making, 2 adherence to the moral behavior code of group life and 3) language. Early humankind found security in group life based on kins and tribal patterns. Life in the human group was educational « children observed and learned from the elders and as they wet deliberately taught by their parents and elders. For these cultut patterns to continue, the adults had to teach these skills and valu to their children. This is Socialization, a function of education # Society. Socialization is the process by which individuals interns the norms. and values of society and so social and cultural continu are attained. This is also informal education in action. : through gestures, sounds and words. These symbols were expr in signs, pictographs, letters, The creation and introduction of © and written language made a great | had tremendous educational conse Civilized society like netizens of the 21s century now enjoy.Chapter 2 — Historical Foundation of Education . 21 Key Periods in Educational History Below are key periods in educational history from 7000 B.C. to AD 1600. Study the table thoroughly. The notes should make you see that education and school are a function of society and schools reflect the nature and character of society itself. What society considers important is what education focuses on to preserve society. Table 1. Points of Emphasis on Education in History Key Periods in Educational History, 1000 BC to A.D. 1600 Historical [Educational | Curriculum Agents Influences Group or Goals on Western Period Education Primitive To teach group | Practical skills of | Parents, tribal Emphasis on the societies survival skills; to | hunting, fishing, elders, and priests | role of informal 7000 B.C.— | cultivate group _| food gathering education in 5000 B.C. cohesiveness stories, myths, transmission of songs, poems, skills and values dances | Greek To cultivate civic | Athenian: reading, | Athens: private Athens: The 4600 B.C. — | responsibility and | writing, arithmetic, teachers and concept of the 300 B.C. identity with city- | drama, music, schools; Sophists; | well-rounded, state; physical educa- philosophers liberally educated tion, literature, B. person Athenian: to poetry Sparta: military develop well- teachers, drill ser- | Sparta: The rounded person | Spartan: drill, geants concept of the military songs and military state Spartan: to tactics develop soldiers and military leaders Roman To develop Reading, writing, | Private schools and | Emphasis on 750 B.C. — sense of civic arithmetic, Laws | teachers; schools of | ability to use AD. 450 responsibility of Twelve Tables, | rhetoric education for republic and | law, philosophy for practical then empire; administrative to develop skills; relating administrative education to civic | and military skills responsibilityThe Te acher and the Commun! ty, School Culture and Organi izational Leadership 22 [ Historical Educational Curriculum oni Group or Goals Edueane Period =~ ‘Arabic To cultivate Reading, writing, | Mosques: court | Arabic runes AD. 700—_ | religious mathematics, schools and comput, A’. 1360 | commitment to | religious literature; re-entry of Islamic beliefs; | scientific studies Classical to develop materials on expertise in Science ang mathematics, medicine medicine, and science Medieval To develop Reading, writing, Parish, chantry, and | Establishing AD.500— | religious arithmetic, liberal cathedral schools; | the structure AD.1400 commitment, arts; philosophy, universities; appren- | content, and knowledge, and | theology; crafts; _ | ticeship; knighthood | organization o ritual; to re- military tactics and the university as establish social | chivalry ‘a major institvey order; to prepare of higher educe- persons for tion; the insti. appropriate roles tionalization ant preservation o knowledge Renaissance | To cultivate a Latin, Greek, Classical humanist | An emphasis AD. 1350— | humanist who classical literature, | educators and on literary AD. 1500 was expert in the | poetry, art schools such as knowledge, classics—Greek lycee, gymnasium, | excellence and Latin; to Latin grammar and style as prepare courtiers school expressed for service to in classical dynastic leaders literature; 2" track syste” schools Reformation | To cultivate a Reading, writing, | Vernacular elemen- | A ‘commitment AD: 1600 Sane a par- phase cate- | tary schools for the jo universal toular Felakies on , religious | masses; classical | education © |. Mannion concepts ‘and schools for the provide liter Seite ae to | ritual; Latinand | upper classes the masses: ee general | Greek; theology origins of ee systems 0 supervision ensure doc? conformity _Chapter 2 - Historical Foundation of Education In primitive societies survival against natural forces was the need and so what were taught were survival skills and values to cultivate group cohesiveness. For the Athenian in ancient Greece, what mattered most in education was the rounded development of every individual while for the Spartan it was the development of soldiers and military leaders. For the early Romans, schools needed to develop @ sense of. civic responsibility and to develop administrative and military skills as citizens of the Roman Empire. For the ancient Arabic world where Islam rose the most important concern of education was to cultivate religious commitment to Islamic beliefs. During the Medieval period, schools were concerned with the development of religious commitment, knowledge and ritual to establish order. Renaissance period was a fervent period of European cultural, artistic, political and economic “rebirth” following the Middle Ages. Education was focused on the rediscovery of classical philosophy, literature and art. The Reformation period had as for its educational goals the cultivation of a sense of commitment to a particular religious denomination and general literacy. . The History of the Philippine Educational System Let us also see how the nature and character of Philippine society are reflected in the education process in different periods of Philippine history. As you study the summary of the Philippine educational system, just remember this sociological concept, which is the focus of this Chapter - that education is a function of society and as such what are taught in schools arise from the nature and character of society itself. What society considers important is what schools teach. Be ready to answer this question at the end: What was/were the focus/foci of education or schools during the: 1) pre- colonial period, 2) Spanish period, 3) American regime, 4) Japanese occupation and 5) post-colonial period.‘The Teacher and the Community, Schoo! Culture and Organizational Leadership J Education during the Pre-colonial period Education was informal and unstructured, decentra Fathers taught their sons how to look for food and other mea, ne livelihood. Mothers taught their girls to do the household gj "| This education basically prepared their children to become al husband and wives. Children were provided more vocationa] train? but lesser academics. Teachers were tribal tutors (Babaytan Katalonan). & Education During the Spanish Era Education was formal and organized. It was authoritarja, nature. Tribal tutors of the pre-Spanish period were replaceq Spanish missionaries. Pupils attended formal schooling in hee parochial school. Instruction was Religion-oriented. “Christy doctrines, sacred songs and music and prayers were taught becayy. they were required for confession and communion. There was , separate school for boys and girls. Wealthy Filipinos or the ilustrady were accommodated in the schools. Ee The Educational Decree of 1863 + This law ‘gave Filipinos a complete system of educatit from elementary to the collegiate level. The law provid for the establishment of the elementary schools in @ municipalities in the country. Although religion was th core of the curriculum, the curriculum included subjet reading, writing, arithmetic, history Christian doctring| Spanish language, vocal music, agriculture for the bi and needlework for the girls. Attendance in school compulsory between the ages of seven and twelve. ‘ Education during the American Regime 1898-1946 The Americans promoted democratic ideals and the democrat 4 way of life. The schools maintained by the Spaniards for mom three centuries were closed but were reopened on August 2% i by the Secretary of the Interior. A system of free and compu elementary education was established by the Malolos Constitution : (Political Constitution of 1899). In May 1898, the first Ame school was established in Corregidor, and shortly after the 4? Manila in 1899, seven schools were opened in the city.Chapter 2 ~ Historical Foundation of Education ue was done through the schools both public and secular manned by Chaplains and Military Officers of the US Army. Thomasites arrived in the Philippines on August 23, 1901 The University of the Philippines was founded in 1908. UP was the first state school of university status. ¢ level school The Department of Public Instruction set up a thre system. The first level considered a four-year primary and three-year intermediate or seven-year elementary curriculum, The second level was a four-year junior college and later a four year program. The Commonwealth Period (1935-1942) — Free education in public schools was provided all over the country, in accordance with the 1935 Constitution. — Vocational education and some household activities like sewing, cooking, and farming were also given importance. - Education also emphasized nationalism so the students were taught about the life of the Filipino heroes. — Vocational education and some household activities were also given importance. Good manners and discipline were also taught to the students. The institute of private education was establishe observe private schools. Formal adult education was also given. d in order to Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as our National Language. ~ Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools. _ Executive Order No. 263 in (1940) required the teaching of the Filipino, national language in the senior year of all high schools and in all years in the normal schools. The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940, which provided for the following: Reduction of the 7 year elementary course to 6 years Fixing the school entrance age at 7 National support for elementary education PL)The Teacher and the Community, School Culture and Organizational Leadership ’ e ————_— ~ - Compulsory attendance of primary children enrolled jn Gr - Adoption of double-single sessions in the primary grade With I one teacher one class assignment of intermediate teachers, The Japanese Occupation Aims of education during Japanese occupation: - Make the people understand the position of the Philippines as a member of the East Asia Co-Prosperity Sphere - Eradication of the idea of reliance upon Western States particularly the US and Great Britain - Fostering a new Filipino culture based on the consciousness of the people as Orientals ~ Elevating the moral of the people giving up over-emphasis on materialism ~ Diffusion of elementary education and promotion of vocation education ~ Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in schools ~ Developing in people the love of labor Post-colonial Philippines - Education aimed at the full of realization of the democratic ideals and way of life. - The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15, 1954. ~ A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant to R.A. 1265 approved on June 11, 1955. ~ Curricular offerings in all schools, the life, the works and writings of Jose Rizal especially the Noli Me Tangere and a Filibusterismo shall be included in all levels. ~ Elementary education was nationalized and matriculation fee were abolished. - Magna Carta for Teachers was ssed into law by virtue of R.A. 4670 YY eoare: moral character, self-discipline and scientific, vocational efficiency Other Developments 1 Chapter 2 — Historical Foundabon of Education The fundamental aims of education in the 1973 Constitution - foster love of country - teach the duties of citizenship - develop technological and integration of values in all learning areas emphasis on mastery learning YDT and CAT introduced as new courses Media of Inst Bilingual Education Policy: Mandates the use of English Filipino separately as media of instruction in schools. Education Act of 1982 - created the Ministry of Education, Culture and Sports. NCEE - National College Entrance Examination introduced - Executive Order No.117 - President Corazon C. Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987 Creation of the Board for Professional Teachers composed of 5 under PRC Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure Examination for Teachers Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC Trifocalization:of Education System The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training and development RA. 7796 - Technical Education and Skills Development Act of 1994 CHED is responsible for higher education. R.A. 7722 - Higher Education Act of 1994 In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provide the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability, The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. ruction- andThe Teacher and the Comm nd Organizational Leadership ’ and the Community, Schoo! Culture af id Organizal acl asic Education Act (RA. 9155); was ra and redefining the role ba division offices, dist ~ Governance of B renaming the DECS to DepEd offices which include the regional offices, offices and schools : : Values Education is offered as a separate subject in Ngpe and integrated in all subject areas in both curriculs - Implementation of New Secondary Education Curriculum (Neo) RA. 10157, Jan 20, 2012 - Kindergarten Act, an institutionalizing the kindergarten education into the basi, education system K to 12 Program (R.A 10533), May 15, 2013 - The K to Program covers Kindergarten and 12 years of basic educatic, (six years of primary education, four years of Junior Hig School, and two years of Senior High School [SHS)) provide sufficient time for mastery of concepts and skills develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, ani entrepreneurship. ' The Varied Goals of Education in Different Historical Periods of Philippine history What was considered important in each historical period of the country was also the focus or direction of the education of tht Filipino. During the pre-colonial period, students were given. vocation training but lesser academics for them to be good fathers ant mothers. During the Spanish period, schools focused on -religio formation to help them live the Christian faith. The American regi®® educated the Filipinos to become good citizens of a democrat! country while the Japanese regime taught them love of labor. ™ Post-colonial period educational system was devoted to the followit goals: 1) foster love of country; 2) teach the duties of citizensh? 3) develop moral character self-discipline; and 4) scief technological and vocational efficiency. The preecat DepEd ¥ and mission statement and core values and the fourth mission of Commission on Higher Education add light to the resent : Philippine education, They are given below: reSe ee es | a Pee and core values: equitable, culture-based, and complete basic education where: Chapter 2 — Historical Foundation of Education To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g. fundamental respect for others as human beings with intrinsic rights, cultural rootedness, avocation to serve;) 2) analytical and problem solving skills; 3) the ability to think things through the ethical and social implication of a given source of action; and 4) the competency to learn continuously throughout life -- that will enable them to live meaningfully in a complex, rapidly changing and globalized world while engaging (in) their community and the nation’s development issues and concern. - Commission on Higher Education The Department of Education has the following vision, mission The DepEd Vision We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation... The DepEd Mission To protect and promote the right of every Filipino to quality, Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. Family, community, and other stakeholders are actively engaged and share responsibility for developing life-lon, learners. B 29tional Leadership Schoo! Culture and Organizat ‘The Teacher and the Community. oe Se Maka-Diyos Maka-tao Makakalikasan Makabansa The Importance of Studying History of Education Why do we have to bother with the educational goals of the be which is past and so we can no longer undo? Dewey explains Why, study of the history of education is valuable: 1, Educational issues and problems are often rooted in the pos the study of educational history can help us to understand a solve today’s problems, 2. Realistic effort to reform education begin with present condition which are a product of our past; by using our past, we w shape the future. 3. The study of education’s past provides a perspective tht explains and illuminates our present activities as teachers. 1, Why was the focus of education different for different gro? of people in different places and at different periods in ¥* history? What does this point to regarding relationship of sc! and society? 2. Given the different characteristics of the different peri Philippine history, what were the goals of education /sct during the: a) pre-colonial, b) Spanish period, c) American regime. d) Japanese regime and e) post-colonial period?Chapter 2 - Historical Foundation of Education 3. Was equal access to quality education met during the: a) pre-colonial, b) Spanish period, c) American regime d) Japanese regime and e) post-colonial period up to the present? 4. DepEd’s mission. is “to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education.” Has the Philippine educational system from pre-colonial to present given equal access to quality, culture- based and complete basic education? Or was it a privilege of a few? Explain your answer. 5, Read the article below. What does job-skills mismatch imply about the relevance of schools to present society? Are schools effective agents of socialization in preparing Filipino graduates for their job roles? DOLE urged to address job-skills mismatch Published June 19, 2018, By Vanne Ellaine Terrazola Senator Joel Villanueva on Tuesday prodded the Department of Labor and Employment (DOLE) and other concerned agencies to report on the status of its programs aimed at addressing job-skills mismatch. Sen. Joel Villanueva (Senate of the Philippines Facebook page / MANILA BULLETIN) Villanueva, chairperson of the Senate committee on labor, employment, and human resources development, made the appeal as he called anew on the government to make sure that the workers who will be employed under the “Build, Build, Build” infrastructure program are skills-ready. “It has been our consistent call on the concerned government agencies — Commission on Higher Education (CHED), Department of Labor and Employment (DOLE), Department of Education (DepEd), and Technical Education and Skills Development Authority (TESDA) — to up-skill our workers and ‘address the problem of job-skills mismatch which becomes imperative with the implementation of the administration's Build-Build-Build program,” Villanueva said in a statement.The Teacher and the Cormnunity. Schoo! 6. Education is a function 0 Will the survival slalls taught in pm citizens of a 21" Century world? Leadership cuaure and Ongeezanonal a i “Cc society negative elements of 21 Century + state the educational goals @ pursue; C y graduate; * describe the ideal 21" Century grad mode. and » describe the education delivery ¢ society. Considering the Positive 4, society hat 21" Century schools hee e societies suffice for y, . Education and school are a function and a creation of society. Goals in education reflect what society considers as necessary for survival, stability and convenience. A study of the history of education in the world and in the Philippines helps us see what societies in the past considered important and enables us to appreciate the Present which is a product of the past. ‘Schools are agents of socialization. They pre; individual for their varied roles in society. rae Seely Primary agent of socialization? ly. the socializing effect of re a Can an excellent school 4 In the Philippines, remely deprived home? Filipinos since the Tod) ‘was education Pre-colonial 5. Was the National Col Period? Why or why not? & Privilege enjoyed by Support of equal acce, vance Examination (NCEE! * Pinos then wanted? e xactly what *ducation? why wasChapter 2 - Hatorical Foundation of Education __- Should college education be for all? Or should it be given only to those who are intellectually capable of college education? ‘Theos who are not should be directed to technical education. Isn't giving access to college education for one who is not intellectually capable a waste of time and resources? Was that not the very purpose of the National College Entrance Examination then - to redirect to techvoc courses those who were not capable of a college course? Write your reflections 2. Should we bring back the NCEE? Why or why not? 3. Of the developments in Philippine education in the post- colonial period, which to you is most important? 42) eos 1. In the Philippines, education from elementary to secondary education is free. What law made tertiary education free? Research on the tertiary education of other countries. Is it also free, or “only in the Philippines?” Share your findings in class. 2. Life skills were taught to primitive society, Are these, life skills for primitive society the same life skills for the 21st Century? Find outLeaders -aponal and organ Tha Teacher anc the Cormuriy, 8ene0! Me 3 1] (=o y, What does this imply? “ f society : 1. Education 1s @ ae . iety considered most importag, I. Citizens are taug? it nes curricul ‘ Il, Society determu anil eer iid Il, Those in education taugl taught regardless of society's need. A. Lonly c. Mand Hl Ei Land IT D. Ill only | : 2, If education is a function of society then it has to be ‘5 A. relevant C. for a selected few B. complete D, free 3. Complete the analogy, Athenian education: well -rounded development of individuals Spartan education: A. military training B. religious formation C. liberally educated D. wholistically developed person 4. While the Jay ipi ibe purge ihe Filipinos a for labor, the A. citizenship in a democratic country B. survival skills C. love for country D. dignity of labor 5. Schools are tasked for ializati i RECT explanation of socialization? Which is a COR A. Developing the young to become sociali B. Learning the roles, . Participation in ma ee ‘ C. Deve os loping Speaking and Telating skiti . Developing the Sac) ; talite to remain forever sein